High School Students and World Wide Web
This is a research proposal about the problems of high school students
The use of World Wide Web by high school students to complete school assignments is now becoming a common practice. This study aims to find the problems and difficulties that students have using the World Wide Web as their primary source of information. The students who use World Wide Web as their primary source have difficulty evaluating whether the information on a web site was scholarly. In addition there is a growing problem of plagiarism, students are taking information off the Internet without attribution. The research considered Perry's scheme of Student Development, the unique nature of Internet and other literature to validate claims of evaluating scholarly information and Plagiarism. It was discovered that students actually use a good variety of resources, including libraries, articles and papers on the Internet to find information for school assignment. However the students were weak at determining the quality of the information they found of the web sites. Further it was discovered the students use resources, paragraphs and sentences as it from the web without attribution and as their own. The students have little or no idea how to evaluate the information or they used problematic criteria.
Problem Formulation
The emergence of the World Wide Web has created another information resource for conducting research, making assignments and using it as a primary source. The World Wide Web is a wonderful tool for individuals and organization that want to reach a large number of people resource for finding information on current events. However the lack of traditional gate keeping that print material has used to filter information such as editor and peer reviewing is for the most part missing on the World Wide Web. In addition Students are not using information but are copying the available information. There is no valid criteria or method as how to find out about the authenticity of the material. This puts users of the Web in the position of having to be their own gatekeepers of information. This has presented challenges in particular to students who are trying to find scholarly or factual information on the Web are not able to evaluate the information they find. More bothersome is the fact that many students are not aware of proper methods of evaluating the Web and may not be aware that they need to do so.
A study was conducted of a group of high school students and they were asked questions about how they used the Internet to find information for school assignments. The students were asked in particular about how hey went on finding information and how they knew if the information they found on the web was scholarly or factual. The purpose of the study was thus to gain understanding the hoped that the results would help school, public and academic teachers understand how high school students use the Web in research. By understanding how high school students use and evaluate the Web, it will help teachers to evaluate and deal with the research needs of the students. The results of the study indicated that Internet usage has increased considerably among high school students and their ability to evaluate the information they find on the Internet is weak.
The research is based on the theoretical framework of Perry's Scheme of Student Development and the problems caused by the advent of the Internet and the lack of a system for determining the validity of information on it. According to Perry's Scheme students in the first two stages, which describe the vast majority of high school students, either seek out authorities to give them answers or see all viewpoints as equally valid. The nature of the Web and the difficulty it presents in verifying information means that students in the early stages of Perry's Scheme are going to have difficulty in using the Web appropriately. Further the teachers will also have difficulty in judging the students and evaluating their ability.
Review of Literature
William Perry in his Scheme of Student Development proposed that students go through four stages of development in their critical thinking skills. These are dualism, multiplicity, contextual relativism, and dialectic. These stages serve as transforming stages and the students after going through them become more sophisticated critical thinkers. The students change their views about the nature of knowledge as they progress. Their view of authority changes as well and it impacts how they think teachers...
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